# Foundation English · thirty child choices · Days 161–170

Adult reads these cards and the named source. **Child print** is a short, optional taught-point strip; all other words are adult-read. Pointing, signing, AAC, large tactile cards, drawing, speech, dictated text and child-directed adult action are welcome for the same target. A child may choose a quiet/private audience or pass on touching materials. Days 165 and 170 are practice **after** a different teacher-held check.

## Day 161

- **School garden model:** Use drawn Plant P; point to two visible features and name one thing the drawing cannot tell. **Child print:** “i can see”
- **Window-box model:** Use drawn Plant Q; choose two shown features, then one question about a real plant. **Child print:** “a red cap”
- **Picture-book plant:** Use P or Q as a pretend book illustration; tell what is visible and what a story would still need to say. **Child print:** “it is on a mat”

## Day 162

- **Classroom plant sketch:** Match A's P to a true short caption read by the adult; say what its picture adds. **Child print:** “i can see it”
- **Park-model card:** Match A's Q to a caption about its narrow leaves, not a claim about where it grows. **Child print:** “a map”
- **Picture-book page:** Point to a drawn feature and direct an adult to caption it; leave plant care unknown. **Child print:** “a red mat”

## Day 163

- **Plant-card page:** Use A to choose a title, drawing source, two true details and a question. **Child print:** “i can see”
- **Toy-garden museum:** Give P or Q a source label and one complete information sentence, even if spoken or dictated. **Child print:** “a cap on a mat”
- **School display model:** Decide which visible detail belongs under a drawing and where a sentence stop goes. **Child print:** “it is red”

## Day 164

- **Library information card:** Change “many leaves” into an exact detail from A and keep first/revised words. **Child print:** “i can see it”
- **School-garden sketch:** Say what a drawing shows; if a real approved plant was actually observed, name that separate source. **Child print:** “a map on a mat”
- **Toy exhibit:** Ask a chosen listener what your one-sentence caption means and make one useful edit. **Child print:** “a red cap”

## Day 165 · after your check

- **Paper museum:** Make a new information page from drawn Plant P with a title and one source-bound sentence. **Child print:** “a mat”
- **Book corner:** Compare P and Q without guessing their names, needs or where they grow. **Child print:** “i can see”
- **Art wall:** Choose a caption that exactly describes a visible leaf shape in A; add one open question. **Child print:** “it is on a mat”

## Day 166

- **Toy shelter:** Use C's two labelled roof strips and one disk; retell first material, changed material and reported result. **Child print:** “a cap”
- **Paper display:** Direct an adult to place the same disk card over each pictured strip, then tell what C actually says happened. **Child print:** “i can see it”
- **Story-stage roof:** Use broad paper cards to tell C's one trial without claiming a real shelter was built. **Child print:** “it is red”

## Day 167

- **Paper bridge model:** Choose which D explanation fits C's one result and point to the source clue. **Child print:** “a map”
- **Toy-display canopy:** Place an overbroad “always” card outside the evidence box; tell what remains untested. **Child print:** “i can see”
- **Folder-cover model:** Use C/D to say why one tested result is narrower than “card always works.” **Child print:** “a red mat”

## Day 168

- **Pretend shop shade:** Ask one safe next-test question using the same gap and a changed load, with no test needed. **Child print:** “i can see it”
- **Puppet shelter:** Change one paper condition and say what would have to stay the same to compare. **Child print:** “a cap”
- **Model bus stop:** Direct an adult to arrange SAME / CHANGE / CHECK cards for an imagined second trial. **Child print:** “a map on a mat”

## Day 169

- **Paper display:** Dictate a one-test explanation of C and revise one vague word for a chosen listener. **Child print:** “i can see”
- **Toy shade:** Use C's reported result, name what was the same, and stop before a universal claim. **Child print:** “a red cap”
- **Card holder:** Make a short caption with a source clue and one further question; keep your first and edited versions. **Child print:** “it is on a mat”

## Day 170 · after your check

- **Paper book sleeve:** Use a new adult-invented trial and compare a “this try” sentence to an “always” sentence. **Child print:** “a mat”
- **Toy umbrella model:** Ask what a second safe paper test would have to show before making a bigger claim. **Child print:** “i can see it”
- **Art-folder flap:** Draw claim / source detail / still to test for a different paper design, then explain it to a chosen listener. **Child print:** “a red cap”

**Teacher print note:** The narrow optional strips are not a phonics curriculum. Adult reads any untaught strip and logs adult help separately. A drawing of a plant is not a local observation or species identification. Original SubjectNest choices © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).